Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
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Item Investigating the Integration of Parson's Programming Puzzles into a Lesson Study Framework in Computer Science Education(2025)Background and purpose: Research indicates that students often struggle with coding logic, experiencing frustration and disengagement. This study explores the integration of Parson’s Programming Puzzles into computer science education as a pedagogical tool, through lesson study. By placing scrambled lines of code into the correct sequence, Parson’s Puzzles aim to reduce frustration and highlight the core logic of programming in a more game-like format. The interactive and hands-on nature of these puzzles aims to make programming more accessible, engaging, and effective for diverse learners. Aims: The primary aim of this research is to evaluate the impact of integrating Parson’s Programming Puzzles on student engagement in computer science lessons, perseverance in solving coding problems, and understanding of coding logic and programming skills. A secondary aim is to investigate how collaborative lesson planning and reflection (the lesson study approach) can further optimize these teaching strategies. Study design or methodology: Participants in the study included 15 secondary school students (aged 15–17) enrolled in computer science classes at Nazarbayev Intellectual School, Atyrau, Kazakhstan. Three research lessons were observed over a period of three weeks. Lessons were designed collaboratively by a team of educators using Parson’s Puzzles to address specific learning objectives. Data collection methods included classroom observations to evaluate student engagement and interaction, pre- and post-assessments to measure improvement in problem-solving and coding skills, and student surveys and interviews to gather qualitative feedback on their learning experiences. The collected data were analysed using both quantitative (assessment scores) and qualitative (thematic analysis of interviews and surveys) methods. Findings: Group A (High Performers) demonstrated significant improvement in problem-solving strategies and actively engaged with complex puzzles. Group B (Intermediate Learners) developed a better understanding of coding logic and structure, finding the puzzles a balance between challenge and support. Group C (Lower Performers) reported reduced frustration with coding and increased persistence in completing tasks. Conclusions, originality, value and implications: Integrating Parson’s Programming Puzzles within a lesson study framework fosters engagement, persistence, and improved coding outcomes in diverse learner groups. This approach provides educators with an innovative, hands-on method to address common challenges in programming education. The findings contribute to instructional practices, highlighting the value of collaborative lesson planning and innovative tools in enhancing computer science education. Future research could explore the long-term impact of this method and the integration of puzzles of varying complexity.Item Exploring whether implementing strategies that promote the value of DT increases the uptake at GCSE(Faculty of Education, University of Cambridge, 2024-06-14)Iterative research was conducted to establish factors which have contributed to the dramatic decline in the number of pupils selecting GCSE Design and Technology- “a decrease of over 50% since 2011” (Joint Council for Qualifications 2018). The literature review and data collection indicated many factors that may have resulted in the decline of entries within GCSE DT, such as the lack of creativity and real-world problem-solving in Design and Technology projects and the implementation of the EBacc in 2011, which promotes some subjects as more valuable than others. The study intended to address if a ‘values-driven intervention’ would encourage more pupils to study GCSE Design and Technology. The values driven intervention increased willingness to take D&T at GCSE, with a 100% increase in the number of pupils wanting to study DT GCSE.Item What can a study of gender enable pupils to see? A theory-seeking case study investigating what kinds of historical learning occur when Year 7 pupils use gender as an analytical lens for understanding the medieval period(Faculty of Education, University of Cambridge, 2024-05-01)This paper explores the possibilities and challenges of introducing gender history in the classroom. Whilst in recent years, history teachers have pushed for the inclusion of women’s history in the curriculum, very little has been written on gender history. Drawing on works by Olivey (2019,2022) and Benger (2020) on historical perspective, this paper considers how gender as an analytical lens for a historical period might be introduced in the classroom. It also considers what assumptions students have about gender roles in past societies, particularly surrounding the role of women. This case study centered around a four-lesson enquiry, focusing on the lives of two extraordinary women who challenged students’ initial assumptions about gender roles in the medieval period. This paper argues that students had deep misconceptions about medieval gender roles, and that for some, being introduced to these complex historical figures helped nuance their understanding of the medieval world.Item Letting the cat out of the bag: developing and evaluating strategies to promote audiation in the Year 8 pop/rock composition classroom(Faculty of Education, University of Cambridge, 2024-05-01)Many students lack confidence in composition at GCSE, stemming partly from a lack of direction in how to compose at Key Stage 3. Building on Edwin Gordon’s (1989) research, which identifies audiation – the ability to think in sound – as a foundational component of musical creativity, I developed strategies to promote audiation skills in my students and implemented them as part of a pop/rock scheme of work with a Year 8 mixed-ability Music class. There is evidence to suggest that these strategies provided my students with a clear process to follow and that they harnessed audiation as a central tool in creating their final compositions, supporting motivic development and awareness of stylistic conventions. Findings indicate that developing students’ audiation skills holds great promise in improving outcomes and enjoyment of composition at Key Stage 3 and beyond.Item Investigating the Impact of Differing Levels of Autonomy on Learning and Motivation in a Key Stage 4 Science Class(Faculty of Education, University of Cambridge, 2024-05-01)This study investigated the impacts of autonomy-supportive interventions on student learning and motivation within a secondary school context. Employing Self-Determination Theory (SDT), the study aimed to understand how increasing student autonomy through choice in both the quantity and nature of work impacts learning outcomes and engagement. Interventions consisted of an autonomous homework model and an independent revision session. Homework completion rates improved modestly from a pre-intervention average of 84% to 92% during the intervention. Moreover, the quantity of homework completed showed a modest increase, and more students engaged in self-marking their work over time, indicating enhanced self-regulatory skills. The autonomous revision session resulted in mixed student feedback and slightly lower test scores compared to previous ones. However, positive signs of engagement were observed. Further research could focus on the long-term effects, sustainability of such interventions, and teacher perspectives to provide a more comprehensive understanding.
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